Abstract
The use of structural modeling has helped to explain constructs leading to Willingness to Communicate (WTC) in L1 and L2 contexts. When WTC was conceptualized as a trait in the L1, more personality variables were used in models. When WTC moved into the realm of second language, researchers still used trait measurements to explain the construct, along with motivation and other communication-related variables. More recently, researchers recognize that WTC is also a situational variable and some researchers have created measurement tools accordingly. This study focuses on 67 students studying on a pre-university academic course in English and tests a structural model using classroom constructs as they are deemed the most important for communication in the classroom to predict WTC. Also, the model uses a teacher score to measure the relationship between self-report WTC and actual classroom communication. The model was found to have reasonable levels of fit, showing the importance of classroom variables in situational WTC in the second language context.
Highlights
There is a distinction between second and foreign language settings that arises from more opportunities for interaction and communication in the second language context (Oxford & Shearin, 1994)
This study focuses on 67 students studying on a pre-university academic course in English and tests a structural model using classroom constructs as they are deemed the most important for communication in the classroom to predict Willingness to Communicate (WTC)
In keeping with quantitative methods started by other WTC researchers, this study aims to develop a reliable and valid structural model that explains part of the factors making up the classroom context in the L2 context
Summary
There is a distinction between second and foreign language settings that arises from more opportunities for interaction and communication in the second language context (Oxford & Shearin, 1994). It can be hard even for study abroad students to move beyond the classroom and use English actively in the L2 community. If learners can develop a willingness to communicate in class, they will hopefully take those habits outside the classroom and enact them in the real world. There are a number of different forces that act on the learner that may increase or decrease the learner’s willingness to communicate in the classroom
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